16 UbD Classm Inst

Classroom Instruction
That Works:
Research-Based Strategies for
Increasing Student Achievement
Dr. John L. Brown, ASCD, Presenter
Welcome!
Classroom Instruction That Works! Classroom Instruction That Works!
represents Robert Marzano represents Robert Marzano s statistical s statistical
analysis of over 35 years of educational analysis of over 35 years of educational
research. Using a process of research. Using a process of meta- meta-
analysis analysis based on determining the based on determining the
effect sizes of various educational effect sizes of various educational
strategies, strategies, Marzano Marzano identified nine identified nine
major instructional practices (what he major instructional practices (what he
calls calls factors factors ) that are proven by ) that are proven by
research to promote the achievement of research to promote the achievement of
all students. all students.
Session Objectives
Session Objectives
As a result of this workshop, you will be able to:
. Describe nine research-based practices proven
by Robert Marzano to promote high levels of
student achievement, motivation, and
engagement.
Use a variety of research-based strategies to
help to enhance student performance,
motivation and classroom management.
Enhance your role as instructional designer by
using research-based processes to promote
continuous improvement and student learning.
Four Big Ideas for
Todays Session
Improving student literacy across the
content areas (reading, writing, speaking,
listening)
Improving student problem-solving,
including mathematical problem-solving
Improving classroom management
Enhancing student motivation
Mike Schmoker. 2006.
Results Now (ASCD):
We know two things that constitute a truly
historic opportunity for better schools: (1)
Instruction itself has the largest influence on
achievement; (2) Most instruction, despite our
best intentions, is not effective, but could
improve significantly and swiftly through
ordinary and accessible arrangements among
teachers and administrators (P. 10)
SOWhat are these ordinary
and accessible arrangements?
According to According to Schmoker Schmoker, Four Focus Areas Are , Four Focus Areas Are
Essential for Student Achievement: Essential for Student Achievement:
. Authentic, Argumentative Literacy: Students need to read
critically and write effectively, engaging in oral, written,
and electronic discourse, debate, and inquiry.
A Guaranteed and Viable Curriculum: All instructors need
to follow a coherent, agreed-upon curriculum grounded in
consensus-driven standards.
Instructional Supervision: Administrators need common,
formal mechanisms to accurately gauge the content
teachers are actually teaching and how effectively they are
teaching it.
Teamwork and Professional Learning Communities:
Educators need to learn to work in teams. They need to
prepare and review lessons and assessments together.
They need to test and refine their lessons regularly on the
basis of assessment results.
The Instructional Leader and the The Instructional Leader and the
Guaranteed and Viable Curriculum Guaranteed and Viable Curriculum
. Authentic, Argumentative Literacy: Students need to read critically and
write effectively, engaging in oral, written, and electronic discourse,
debate, and inquiry.
A Guaranteed and Viable Curriculum A Guaranteed and Viable Curriculum: All : All
instructors need to follow a coherent, instructors need to follow a coherent,
agreed-upon curriculum grounded in agreed-upon curriculum grounded in
consensus-driven standards. consensus-driven standards.
Instructional Supervision: Administrators need common, formal
mechanisms to accurately gauge the content teachers are actually
teaching and how effectively they are teaching it.
Teamwork and Professional Learning Communities: Educators need to
learn to work in teams. They need to prepare and review lessons and
assessments together. They need to test and refine their lessons
regularly on the basis of assessment results.
How Can You Ensure That Your
How Can You Ensure That Your
Curriculum Is Effective and Aligned?
Curriculum Is Effective and Aligned?
. Use the handout An Evaluation Tool for Reviewing
Curriculum in Teams to form expert groups to discuss
how well aligned your current curriculum is:
The Written: Group One
The Tested/Assessed: Group Two
The Taught: Group Three
The Supported: Group Four
The Learned: Group Five
2. As you assess your curriculum, use the Observation
Checklist for Curriculum Monitoring to generate ideas for
addressing areas in which there are identified alignment
issues.
Understanding, Not Mechanical Knowing/Doing, Understanding, Not Mechanical Knowing/Doing,
Is at the Heart of These Processes Is at the Heart of These Processes
. Authentic, Argumentative Literacy: Students need to read
critically and write effectively, engaging in oral, written,
and electronic discourse, debate, and inquiry.
A Guaranteed and Viable Curriculum: All instructors need
to follow a coherent, agreed-upon curriculum grounded in
consensus-driven standards.
Instructional Supervision: Administrators need common,
formal mechanisms to accurately gauge the content
teachers are actually teaching and how effectively they are
teaching it.
Teamwork and Professional Learning Communities:
Educators need to learn to work in teams. They need to
prepare and review lessons and assessments together.
They need to test and refine their lessons regularly on the
basis of assessment results.
What Are Individuals Doing When
What Are Individuals Doing When
They Demonstrate Understanding?
They Demonstrate Understanding?
Explanation Explanation: :
Backing up claims
and assertions with
evidence.
Interpretation Interpretation: :
Drawing inferences
and generating
something new from
them.
Application Application: : Using
knowledge and skills
in a new or
unanticipated
setting or situation.
Perspective Perspective: : Analyzing
differing points of view
about a topic or issue.
Empathy Empathy: :
Demonstrating the
ability to walk in
anothers shoes.
Self-Knowledge Self-Knowledge: :
Assessing and
evaluating ones own
thinking and learning:
revising, rethinking,
revisiting, refining.
Explanation
Agree or Disagree?
Those who fail to learn
from the past are
condemned to repeat it
Provide evidence to
support your opinion.
Interpretation
Brainstorm five (5) or
more ways that
teaching is like a
popcorn popper
Application
Select one of the following proverbs
and describe for your partner how it
applies to your own life experiences:
The family is like the forest: If you are
outside, it is denseIf you are inside,
you see that each tree has its own
position. (Akan/African)
If you cant change your fate, change
your attitude. (Chinese)
Until you have smoked out the bees,
you cant eat the honey. (Russian)
Perspective
Compare the idea of back
to the basics as it might
have been presented in the
1950s to the basics of
education in the 21
st
Century.
Empathy
Imagine that you are a
student in a school in which
you currently work or are
affiliated with. Describe
what you see, feel, and think
as you go through your
day
Self-Knowledge
How have your views on
the teaching-learning
process changed since
you first entered the
profession of
education?
Using the Six Facets to Guide the
Questioning Process
DirectionsWith a
partner, consider which
facet(s) of
understanding are
reinforced by each of
the following questions:
Questioning and the Six Facets
(cont., 2)
. How are my views about other cultures affected
by my own culture?
How can I confirm or justify my position on this
legislation ?
How might George Washington feel about the
American presidency today?
How can we use the Pythagorean Theorem in
designing this project?
What does Frost mean when he says: I have
miles to go before I sleep?
: How do the varying points of view about this
issue compare and contrast?
Questioning and the Six Facets
(cont., 3)
. How are my views about other cultures
affected by my own culture? (Self-Knowledge)
How can I confirm or justify my position on this
legislation ? (Explanation)
How might George Washington feel about the
American presidency today? (Empathy)
How can we use the Pythagorean Theorem in
designing this project? (Application)
What does Frost mean when he says: I have
miles to go before I sleep? (Interpretation)
: How do the varying points of view about this
issue compare and contrast? (Perspective)
Key Learning Principles (I)
Learning is active: we construct meaning
through direct experience.
All new learning is internalized and
connected to existing cognitive schema.
Learning is situated: transfer only occurs
if there is deliberate modeling, scaffolding,
and instructional bridging.
Learning is optimized when students
understand its purpose, can articulate
personal goals, and monitor their own
progress.
Key Learning Principles (II)
Learning is brain-centered: (a) The brain asks
Why?; (b) The brain downshifts when
threatened; and (c) the brain looks for patterns
and connections.
The semantic/linguistic memory is our weakest
memory system and needs to be complemented
by student use of the episodic and procedural
memory.
Experience and exploration should come before
abstractions and concepts to provide a schema
base to which students can attach new
knowledge.
Nine Research-Based Factors For Nine Research-Based Factors For
Classroom Instruction That Works Classroom Instruction That Works
(Marzano, Pickering, Pollock)
.Identifying Similarities and Differences
Summarizing and Note-taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Non-Linguistic Representations
:Cooperative Learning
lSetting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Factor One
Factor One
Finding Similarities,
Differences, and Classifying
Marzano Marzano Factor One: Implications for Factor One: Implications for
Instructional Leaders Instructional Leaders
The Marzano factor with the highest
statistical effect size is the act of finding
similarities and differences.
Comparison, contrast, and classification
should be a regular part of all students
learning experiences.
Using comparison/contrast and
classification as a basis for designing
teaching-learning-assessment tasks can
greatly enhance students deep processing
and understanding of the curriculum they
are studying.
Identifying Similarities and
Differences
.Explicitly guide students in identifying
Ask students independently to sort items
into categories based upon their
Present and help students create graphic
and symbolic comparisons.
Reinforce key cognitive skills:
a. Comparing c. Metaphors
b. Classifying d. Analogies
An Introductory
An Introductory
Comparison Activity
Comparison Activity
.With a partner, review the learning
theory assigned to your numbered
heads. Create a headline to
summarize the essence of your theory.
Next, work with your table group to
compare your respective theories and
headlines.
Write a final headline as a table group,
synthesizing the connections and key
ideas common to the six theories.
Tools for Identifying Similarities
and Differences
Venn Diagram
Comparison
Matrix
Category Matrix
Ball-Chain
Graphic
Organizer
Metaphor Creation
Through the
Literal-Abstract-
Literal Process
Analogy Template:
A:B::C:D
Analogy Graphic
Organizer
The Venn Diagram
The Venn Diagram

Similarities/
Areas
Of
Congruence
Socialism/
Unique
Characteristics
Capitalism
Unique
Characteristics
The Comparison Matrix
The Comparison Matrix
Items to Be Compared
Characteristics
External
body
features
Habitat
Sources of
Energy
Lion Elephant Dolphin
Ball-Chain Graphic Organizer
Ball-Chain Graphic Organizer
Literary
Texts
Prose
Poetry
Dramatic
Literature
Fiction
Non-
Fiction
Novel
Novella
Short
Story
Essay
Editorial
Tragedy
Drama
Comedy
Ballad
Lyric
Dramatic
Monologue
Ode
Sonnet
Haiku
A Sample Metaphor (Part I)
Literal: The Cell
General/Abstract Pattern: A
living system composed of
structures, processes, and
roles that sustain life.
Literal Comparison: The
Starship Enterprise
A Sample Metaphor (Part II)
.Literal Element 1: The Cells Nucleus
General/Abstract Pattern: The part that
runs the whole system
Comparison Element 1: The bridge
Literal Element 2: Selectively permeable
membrane
General/Abstract Pattern: A part that
keeps out bad things and lets in good
:Comparison Element 2: The transporter
room
Creating a Metaphor for
Teaching
Think of a metaphor or analogy for
being a teacher: Being a teacher is
like being a(n)________________ .
Use Marzanos Literal Element/
General/Abstract Pattern model to
elaborate on your metaphor.
Share your metaphor and elaboration
with a partner.
Application Activity 2
Application Activity 2
1. Use this metaphor template to create an
original metaphor original metaphor for one of the learning for one of the learning
theories presented in your handout. theories presented in your handout.
2. Share your metaphor with a partner.
3. How might the ideas and strategies
reflected in this learning theory be used
to improve student achievement?
Comparison and Classification: Implications Comparison and Classification: Implications
. Authentic, Argumentative Literacy: Students need to read critically
and write effectively, engaging in oral, written, and electronic
discourse, debate, and inquiry. Emphasize higher-order questions
and performance tasks focused on comparison, contrast, and
classification.
A Guaranteed and Viable Curriculum: All instructors need to follow
a coherent, agreed-upon curriculum grounded in consensus-driven
standards. Emphasize comparison, contrast, and classification as
key curricular focus areas.
teaching and how effectively they are teaching it. Compare pre/post
artifacts to determine student achievement and staff progress over
time (e.g., observation data, meeting logs, reflective journals,
assessment data).
Teamwork and Professional Learning Communities: Educators
need to learn to work in teams. They need to prepare and review
lessons and assessments together. They need to test and refine
their lessons regularly on the basis of assessment results. Compare
lesson/unit designs and refine lesson/unit implementation based
upon lesson study cohorts.
Reflection Checkpoint
.Which of the strategies and tools for
identifying similarities and differences
are widely used?
Which strategies and tools should be
added to our collective repertoire? Why?
In which areas of student achievement
might the addition of these strategies and
tools prove most useful?
Factor Two
Factor Two
Summarizing and
Note-Taking
Marzano Marzano Factor Two: Factor Two:
Implications for Instructional Leaders Implications for Instructional Leaders
The Marzano factor with the second highest
statistical effect size involves the processes
of summarizing and note-taking.
Students need to be taught to summarize
and paraphrase as an act of critical
(evaluative) thinking.
The more students deep process
information through summarizing and note-
taking, the greater their level of
understanding and achievement.
Summarizing and Note-Taking
(Part I)
1. To effectively summarize, students
must delete, substitute, and keep
some information.
2. To do # 1, students must analyze the
information on a fairly deep level.
3. To summarize information, we must
be aware of its structure and
organization.
(Part II)
4. Summarizing Strategies Include:
C Rule-Based Strategies (Summarizing key rules,
principles, and protocols)
Narrative Frames (Summarizing major events and
processes within a sequence)
H Topic-Restriction-Illustration Frames (Stating a
topic, summarizing key areas of specificity and
limitation, and providing illustrative examples)
- Definition Frames (Defining concepts by
presenting the genus/broad category, differentiae/
distinguishing characteristics, and examples and
illustrations)
Summarizing and Note-Taking (Part III)
4. Summarizing Strategies (cont.):
" Argumentation Frames (Summarizing key
assertions and claims for an argument with
accompanying limitations and restrictions)
Problem-Solution Frames (Identifying a core
problem or barrier and synthesizing suggested
solutions and pros/cons for each)
Conversation Frames (Summarizing key
elements in a dialogue or conversation)
h. Reciprocal Teaching (Students take turns
leading a discussion of a text, including
summarizing key ideas and testing predictions)
(Part IV)
.Verbatim notes are least effective.
Notes are always a work in progress.
Notes should be used as a study guide
for tests.
The more notes taken, the better.
Successful formats include: (a) informal
outlines, (b) webbing, and (c)
combination techniques.
Marzano
Marzano
s Three-Column Note Model

s Three-Column Note Model
Visual
Representations
. Graphic
organizers
Pictographs
Icons
Symbols
Running Notes
. Verbatim notes
Ongoing syntheses of
speakers, texts, or
electronic sources
essential information
and content
Summaries
. Summaries
Key Ideas
Core
Concepts
Questions
Using Three-Column Notes to
Respond to a Video Report
Take a clean sheet of paper, draw three
columns: (1) Summaries,
(2) Running Notes, and (3) Visual
Representations.
Use this three-column note format to
observe, take notes, and process the
information in the next videotape report.
When youve finished processing your
running notes via the other two columns,
compare your key ideas and visuals with a
partner.
An Exercise in Classroom
An Exercise in Classroom
Observation and Summarizing
Observation and Summarizing
1. 1. Reflect: Reflect: Examine the eleven items Examine the eleven items
identified in this handout, identified in this handout, Classroom Classroom
Management Guide for Teachers. Management Guide for Teachers.
2. 2. Observe: Observe: Put yourself in the role of
observer as you watch the following
teaching episode.
3. 3. Share: Share: With a partner, how many of the
eleven items were highly evident in this
teachers classroom? Be prepared to
summarize your observations for the
entire group.
Summarizing and Note-Taking: Implications Summarizing and Note-Taking: Implications
discourse, debate, and inquiry. Use a variety of strategies to
reinforce students ability to summarize and paraphrase information
in print, electronic, and oral text.
standards. Incorporate summarizing and note-taking as core
competencies that spiral from one grade to another.
teaching and how effectively they are teaching it. Provide feedback
on how effectively students are taught to summarize and use their
notes as tools for learning, self-monitoring, and self-regulation.
their lessons regularly on the basis of assessment results. Explore
how summarizing and note-taking can be enhanced in written and
taught lesson and unit designs.
Small Group Discussion
Small Group Discussion
1. To what extent do our students
currently use and understand these
various summarizing and note-
taking strategies?
2. Which strategies might we
emphasize at particular grade
levels or within particular subject
areas?
3. How might this process contribute
to student achievement?
Factor Three
Factor Three
Reinforcing Effort and
Providing Recognition
Marzano Marzano Factor Three: Factor Three:
The Marzano factor with the third highest statistical
effect size involves educators approach to
reinforcing effort and providing recognition for
student achievement.
Effective feedback and recognition should be
criterion-based, reinforcing students
understanding of lesson and unit standards and
objectives.
Ultimately, all learners should be motivated by the
various ways teachers reinforce effort and provide
recognition, including their approach to classroom
management and discipline.
Providing Recognition (Part I)
1. All students can be assisted to believe
in the importance of effort.
2. Rewards are most effective when they
are based upon achieving a clear
standard for performance.
3. Abstract symbolic recognition is more
effective than tangible rewards.
Providing Recognition (Part II)
Teachers can reinforce effort and
provide recognition by:
a. Personalizing it;
b. Using pause, prompt, and
praise; and
c. Using concrete symbols of
recognition.
Coaching Activity
Form pairs or groups of three.
Determine who will be the coach and who
will be coached.
As the coach, use your best coaching
strategies (both verbal and non-verbal) to
help your partner get the correct answers
to each of the following questions.
At the conclusion of the first set, reverse
roles and work through the second list.
Coaching Questions, Set One
.What is the worlds second highest
mountain? (K-2)
Who wrote One Flew Over the
Cuckoos Nest? (Ken Kesey)
What is Queen Elizabeths
surname? (Windsor)
How do you spell Albuquerque?
What do you call a baby rabbit? (a
kitten)
Coaching Questions, Set Two
.What do you call a three-line
Japanese lyrical poem? (haiku)
In what country did the sport of golf
originate? (Scotland)
How many items are in a gross? (144)
How do you spell chrysanthemum?
What wrote the song Stardust?
(Hogey Carmichael)
Reinforcing Effort & Providing Recognition: Implications Reinforcing Effort & Providing Recognition: Implications
discourse, debate, and inquiry. Regular, ongoing activities involving
critical reading and writing should be tied to students use and
understanding of rubrics, scoring guides, and related criteria.
standards. Curriculum should incorporate strategies and processes
proven effective in motivating the performance of all learners.
teaching and how effectively they are teaching it. Formal and
informal observations as well as peer coaching activities should
incorporate feedback concerning student motivation and how
instructors reinforce effort and provide recognition.
their lessons regularly on the basis of assessment results. Conduct
study groups and action research activities designed to address
issues related to student motivation and feedback processes,
including ways to improve classroom management and discipline.
A Final Factor Three
Reflection Activity ( Group I)
. Think about the students in your current school or
district. As a group, how positively would they rate
themselves on the fifteen items identified in the
handout Student Questionnaire: How Motivated
Are You to Succeed?
Next, review the fifteen Strategies You Can Use to
Increase Your Motivation: A Resource for
Students.
Be prepared to share with the rest of the group two
to three of the most promising strategies you
would recommend for your students to use next
year.
A Final Factor Three
Reflection Activity (Group II)
. Think about the teachers in your current school or
district. As a group, how positively would they rate
themselves on the nine items identified in the
handout Teacher Self-Assessment for
Implementing Classroom Discipline?
Next, share your observations and reflections with
others in your table group.
Be prepared to share with the whole group two to
three promising ideas and strategies you would
recommend for your students.
Factor Four
Factor Four
Homework and
Practice
Marzano Marzano Factor Four: Implications for Factor Four: Implications for
The Marzano factor with the fourth highest
statistical effect size involves educators use
of homework and practice.
Students should be engaged in effective
coaching, with the instructor modeling
desired behaviors and helping students to
shape understandings and behaviors.
Ultimately, all learners should be motivated
by the various ways teachers reinforce effort
and provide recognition.
Homework and Practice (Part I)
1. The amount assigned should vary from
elementary to high school.
2. Parent involvement should be kept to a
minimum.
3. The purpose of homework should be
identified and articulated to students.
4. If homework is assigned, it should be
commented upon in some way.
(Part II)
5. Effective homework practices
include:
a. Establishing and communicating a
homework policy;
b. Designing assignments that
articulate purpose and expected
outcomes; and
c. Varying approaches to applying
feedback.
(Part III)
.Research and theory related to
effective practice concludes:
a. Mastering a skill requires a fair
amount of focused practice (The (The
Magic 20-25 Magic 20-25 ) ); ;
b. While practicing, students should
adapt and shape what they have
learned.
(Part IV)
2. Practice should address:
a. Charting accuracy and speed;
b. Designing practice assignments
that focus on specific elements of a
complex skill or process; and
c. Planning time for students to
increase their conceptual
understanding of the skill or process.
Marzanos Three-Part
Approach to Effective Practice
Modeling Modeling: : Showing students how to perform
key steps within the skills sequence, including
Think-Alouds and peer modeling.
Shaping Shaping: : Giving students multiple rehearsal
opportunities, including chances to correct
mistakes (through coaching) and to learn about
individual variations.
Internalizing Internalizing: : Ensuring that students arrive at a
state of automaticity (Anderson), with an ability
to use the knowledge or skills with a level of
independent application.
Learning to Internalize
Knowledge and Procedures
. Modeling: Observe the next video clip to see
how this instructor models the skills and
concepts she is emphasizing.
Shaping: How do her students begin to shape
and practice what they are learning with
independent variations and modifications,
eliminating misunderstandings?
Internalizing: To what extent have these
students internalized what they have learned at
a level of independent, automatic use? What
follow-up activities would you recommend?
Homework and Practice: Implications Homework and Practice: Implications
discourse, debate, and inquiry. Homework should be an extending
and refining activity, reinforcing students growing understanding
and use of critical reading and writing competencies.
standards. Curriculum should be integrated horizontally and
vertically, with spiraling skills and competencies reinforced through
growing levels of practice and independent application.
teaching and how effectively they are teaching it. Formal and
informal observations as well as peer coaching activities should
incorporate feedback concerning the integration of homework and
practice activities to reinforce students standards mastery.
study groups and action research activities designed to improve the
use of homework and practice to reinforce standards mastery.
Small Group
Small Group
Evaluation Checkpoint
Evaluation Checkpoint
1. Form a group of three to four
participants.
2. Evaluate the current status of
practice and homework in your
school or district. To what extent
does the use of the Magic 20-25
and homework support student
achievement?
3. Group Debriefing: What are the
implications of our discussion?
Factor Five
Factor Five
Non-Linguistic
Representations
Marzano Marzano Factor Five: Implications for Factor Five: Implications for
The Marzano factor with the fifth highest
of graphic organizers, pictographs, and other
forms of visual representation.
Students should use both hemispheres of
their brain, translating linguistic information
into visual and iconic formats.
Learners will more deeply process and
understand curriculum content if they
internalize it using visual representations.
(Part I)
.Knowledge is stored in two
forms: (a) linguistic and (b)
imagery. The more we use
both systems, the greater
the likelihood of our
retaining information.
(Part II)
Making physical models to represent
complex systems and ideas
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activities
that reinforce understanding of
abstract concepts and ideas
Appointment
Appointment
in
in
Samarra
Samarra
One day in the

marketplace in
Merrakech, a rich
man was walking
with his servant
Suddenly the
servant stood
stilla look of
abject terror on his
face!
What is it?
the rich man
cried
Master, the servant
replied, I see Death over
there at that stalland he
is making a threatening
gesture at me
I must run! the
servant declared. May
I go to your country
home in Samarra and
hide there?
The rich man, who
valued and esteemed
his loyal servant,
agreedand then
As the servant ran
to Samarra, the
rich man moved
toward the stall and
found the dreaded
Death
Why did you make a
threatening gesture at my
servant?! the rich man
shrieked. He is a loyal
and valued servant and
has done you no harm
Sir, the specter
replied, that was not
a threatening
gestureIt was
a look of
surprisefor I was
startled to see your
servant here in the
marketplace in
Merrakech
when I was
scheduled to meet
with him this evening
in your country home
in Samarra!
Helping Students Deep Process
Appointment in Samarra
Examine each of the following forms of
graphic representation.
Consider how each of them might be
used to help students deep process
their reading of this parable.
Which of these might be especially useful
in your own school(s) or district(s) for
promoting students critical reading
skills?
Sample Non-Linguistic Representations
Graphic organizers can reinforce students reading
competencies:
a. Descriptive maps (bubbles with the thing being
described and chained bubble descriptors)
b. Time sequences and story maps (e.g., sequence
maps)
c. Cause-effect chains (cause box-effect box and
major precipitating factors)
d. Episode analysis maps (key events, individuals,
sequences, and cause-effect patterns observed)
e. Generalization/support charts (claims/assertions
with summaries of supporting evidence)
f. Concept maps (key concepts with associated
attributes and examples of each attribute/criterion)
Sample Descriptive Map
Sample Descriptive Map
Descriptive
Elements
Rich Man
Servant
Death
Marketplace
Sample Time Sequence/
Sample Time Sequence/
Story Map
Story Map
Servant
sees
Death
in the
market-
place.
Servant
runs to
Samarra.
Rich
man
confronts
Death.
We
realize
servant has
run to his
own
demise.
Exposition
Com-
plication
Rising
Action
Turning
Point
Climax and
Denouement
Sample Cause-Effect Chain
EFFECT
Servant runs
to his own
demise.
CAUSE
Servant runs
to Samarra.
CAUSE
Servant sees
Death.
Secondary
Event
Secondary
Event
Secondary
Event
Sample Episode Pattern Map
Appointment
in
Samarra
EFFECT CAUSE
Character
Character
Character
TIME
PLACE
DURATION
Sample Generalization/
Sample Generalization/
Support Chart
Support Chart
The central theme of Appointment in Samarra is
that human beings cannot avoid or cheat their
fate or destiny.
Supporting Statement with
Evidence
Evidence
Evidence
Sample Concept Map
Destiny
An event or
experience that is
pre-determined
EXAMPLE
EXAMPLE
Something decreed
by some higheroften
Supernatural--force
EXAMPLE
EXAMPLE
Something which we
cannot control
EXAMPLE
Non-Linguistic Representations: Implications Non-Linguistic Representations: Implications
discourse, debate, and inquiry. Pre-writing activities should include
the use of non-linguistic representations, including graphic
organizers, pictographs, etc. Students can read more critically and
deeply by processing text using visual representations.
standards. Curriculum should incorporate strategies and processes
that involve all brain structures and hemispheres.
teaching and how effectively they are teaching it. Graphic
organizers and other visual tools should be a regular part of
teaching-learning activitiesand not used as fill-in-the-blank
activities.
study groups and action research activities designed to assess the
impact of students work with non-linguistic representations.
Pairs-Share
Pairs-Share
1. 1. Find a Partner: Find a Partner: What are your
reactions to these strategies for the
visual representation of
information?
2. 2. Pairs-Share: Pairs-Share: Which strategies and
tools should we emphasize or add
to our repertoire?
3. 3. Full-Group Debriefing Full-Group Debriefing
Factor Six
Factor Six
Cooperative
Learning
Marzano Marzano Factor Six: Factor Six:
The Marzano factor with the sixth highest
of cooperative learning.
Marzano suggests that many educators make
the mistake of thinking cooperative learning
is just putting students into small groups.
Cooperative learning can greatly enhance
student participation, motivation,
engagement, and deep processing of
curriculum content.
Cooperative Learning
Cooperative Learning
David and Roger Johnson (1999): Five
defining elements
a. positive interdependence
b. face-to-face promotive interaction
c. individual and group accountability
d. interpersonal and small group
skills
e. group processing
A Seminar Activity Using
Essential Questions
Essential Questions
(Part I)
(Part I)
. Cooperative learning-based seminars can
greatly enhance students inquiry into and
understanding of the big ideas and essential
questions of the curriculum they are studying.
Create a fishbowl inner circle seminar group
(3-4 members) and an outer circle coaching
cadre (2-3 members).
If you are in the inner-circle seminar group,
appoint a (a) facilitator, (b) recorder, (c)
timekeeper, and (d) designated synthesizer.
Essential Questions
Essential Questions
(Part II)
(Part II)
If you are in the outer circle coaching cadre,
be prepared to observe the seminar group in
action as they explore one of the essential
questions on the next slide. Be prepared to
present commendations and recommendations
concerning such issues as the following:
a. How responsive and engaged were all
participants?
b. How effectively did each seminar member
fulfill his or her role?
c. What are the strengths, commendations, and
recommendations you and your fellow
observers might offer the seminar
participants?
Your Choices for Seminar
Your Choices for Seminar
Essential Questions
Essential Questions
.Why do all major world civilizations
have some form of organized
athletic competition?
How would our world change if the
Internet were to disappear
tomorrow?
How has the concept of Back to
Basics changed in 21
st
Century
education?
Self-Reflection Activity
Self-Reflection Activity
Observe the video clip on
classroom meetings. To what
extent is this process in use
in your current school(s) or
district(s)? (Handout:
Suggestions for
Discussions During
Classroom Meetings: A Tool
for Students)
Cooperative Learning: Implications Cooperative Learning: Implications
discourse, debate, and inquiry. Integrate a variety of cooperative
learning processes into reading and writing activities (e.g., peer
response groups, peer coaching, seminar activities).
standards. Curriculum should model and showcase teaching
strategies that reinforce student understanding, including
cooperative learning structures.
teaching and how effectively they are teaching it. Ensure that a
variety of cooperative learning structures are used, with shifting
roles and both group as well as individual accountability.
study groups and action research activities to determine the quality
of cooperative learning strategies and the value they add to student
achievement and motivation.
Full-Group Processing
Full-Group Processing
1. How well do the educators in our
district understand the research
principles underlying cooperative
learning?
2. To what extent is cooperative
learning an active part of all
students education? In what areas
(grade, content) might we expand
our emphasis?
Factor Seven
Factor Seven
Setting Objectives and
Providing Feedback
Marzano Marzano Factor Seven: Factor Seven:
The Marzano factor with the seventh highest
statistical effect size involves educators approach
to setting and communicating objectives and
providing feedback on student progress relative to
desired results.
Marzano reinforces the need for a guaranteed and
viable curriculum with manageable (i.e., within
allotted time) standards that are monitored via
instructional supervision.
Feedback is an essential part of this process,
aligned to the taught/assessed curriculum via a
balanced, comprehensive approach to assessment
(diagnostic, formative, summative).
Providing Feedback (I)
1. Instructional goals and objectives
should frame frame and inform student
learning.
2. Instructional goals and objectives
should not be so constrictive or
narrowing that they limit student
learning.
3. Students need support in
personalizing goals and objectives
according to their individual needs and
experiences.
Providing Feedback (II)
Feedback should be corrective in nature.
Feedback should be timely.
Feedback should be specific to a criterion.
Wherever possible, feedback should
emphasize student reflection, rethinking,
refinement, and revisiting.
Providing Feedback (III)
.Individually, review the Twenty
Suggestions for Providing Student
Feedback handout.
Find one or two partners, and identify
two-three strategies that you consider
especially important but underutilized in
your school(s) or district(s).
Be prepared to share your choices with
the rest of the group.
Providing Feedback (IV)
.Individually, review the Feedback
for My Teacher handout.
How would you expect the students
in your school(s) or district(s) to
respond to the items on this
questionnaire?
Be prepared to share your choices
with your table partners and the
whole group.
Providing Feedback (V)
. A key facet of providing effective feedback
involves staff use of a balanced approach to
assessment, as presented in the A School
Assessment Review Checklist.
After reviewing the following assessment
principles and types, use the questionnaire to
consider which aspects of effective assessment
your staff needs to emphasize or add to their
repertoire.
Be prepared to share with the rest of the group
your suggestions for improving assessment in
your school or district.
Assessing Understanding:
Some Starting Points
Assessment and instruction are inextricably
linked.
The nature of your desired result(s) will
determine the type(s) of assessment task
you use to monitor student achievement.
When assessing for understanding, more
than selected-response test items (true-
false, fill in the blank, multiple choice) are
required.
Aligning Curricular Priorities and
Assessment Methods
Traditional quizzes
and tests (selected response).
Quizzes and tests
(constructed response).
Performance tasks and projects
Performance tasks and projects
(complex, open-ended, authentic)...
Assessing Your Assessments
Does your staff select the appropriate

assessment tool or process to assess student
achievement of each desired result?
Does your staff use a range of assessment tools,
rather than just tests and quizzes?
Does your staff strive to create a photo album,
not a snapshot, of student performance data?
Does this photo album provide a full portrait of
what students know, do, and understand relative
to desired results?
Do your staff make use of
Tests and quizzes that include
constructed-response items?
Reflective assessments (reflective
journals, think logs, peer response groups,
interviews)?
Academic prompts with a FAT-P (audience,
format, topic, purpose) clearly stated?
Culminating performance assessment
tasks and projects?
Constructed-Response
Test Items
Require some form of performance by the
student within the testing situation.
Involve students in demonstrations of
understanding, not just knowledge-recall
learning.
Are often written, but can be differentiated
to allow for alternative approaches.
Can involve some form of choice by the
learner.
Sample Constructed-
Response Test Items
1. Defend or negate the following
statement: Those who fail to learn from
the past are condemned to repeat it.
2. Examine the solution to the math word
problem presented below. Describe an
alternativeand more efficientway of
solving it.
3. Observe the following videotape, which
highlights elements of a local eco-
system. Describe your observations and
conclusions about the health of that
system.
Formal and Informal
Reflective Assessments
Encourage students to internalize and
apply to themselves and peers significant
evaluation standards and criteria.
Engage students in self-evaluation and
meta-cognitive processing.
Ensure that all learners are becoming self-
monitoring and are owning the evaluation
criteria.
Encourage active feedback and adjustment.
Sample Reflective Assessment
Activities
1. Reflective Journal Entries: How well do you understand
this passage? What are the main ideas from this lesson?
What did this material mean to you?
2. Think Logs: How would you describe the process of
classification? How has your approach to problem-
solving changed during this unit?
3. Self-Evaluations: Based upon our evaluation criteria, what
grade would you give yourself? Why?
4. Peer Response Group Activities: What can you praise
about the work? What questions can you pose? What
suggestions can you make for polishing the product?
5. Interviews: Tell me about your perceptions of this
project. What do you consider to be your strengths and
areas in need of improvement?
The Academic Prompt
A structured performance task that
elicits the students creation of a
controlled performance or product.
These performances and products
should align with criteria expressed
in a scoring guide or rubric.
Successful prompts articulate a
format, audience, topic/content
focus, and purpose.
A Sample Academic Prompt
A Sample Academic Prompt
with a
with a
F
F
A
A
T
T
-
-
P
P
Think about a time when you were
surprised (topic). (topic). Write a letter (format) (format)
to a friend (audience) (audience) in which you
describe that experience. Use a logical
narrative sequence with concrete
sensory details to help your friend
understand what this event was like and
how you experienced it (purpose). (purpose).
Elements of an Effective Elements of an Effective
Culminating Performance Task or Culminating Performance Task or
Culminating Project Culminating Project
G G=real-world goals =real-world goals
R R=real-world role(s) =real-world role(s)
A A=real-world audience =real-world audience
S S=real-world situation =real-world situation
P P=real-world products and =real-world products and
performances performances
S S=standards for acceptable performance =standards for acceptable performance
A Sample
A Sample
G
G
.
.
R
R
.
.
A
A
.
.
S
S
.
.
P
P
.
.
S
S
.
.
You are a member of a team of scientists member of a team of scientists
investigating deforestation of the Amazon investigating deforestation of the Amazon
rain forest. rain forest. You are responsible for gathering
scientific data (including such visual
evidence as photographs) and producing a
scientific report in which you summarize
current conditions, possible future trends, and
their implications for both the Amazon itself and
its broader influence on our planet. Your Your
report, report, which you will present present to a United
Nations sub-committee, should include
detailed and fully-supported detailed and fully-supported
recommendations recommendations for an action plan which which
are clear and complete are clear and complete.
Assessing
Performance Tasks
Modified Holistic
Scoring Rubrics
Analytic-Trait Rubrics
Analytic Scoring Guides
Modified Holistic
Scoring Rubric
3=All data are accurately represented on the graph. All parts
of the graph are correctly labeled. The graph contains a title
that clearly tells what the data show. The graph is very neat
and easy to read.
2=Data are accurately represented on the graph or the graph
contains only minor errors. All parts of the graph are
correctly labeled or the graph contains minor inaccuracies.
The graph contains a title that generally tells what the data
show. The graph is generally neat and readable.
1=The data are inaccurately represented, contain major
errors or are missing. Only some parts of the graph are
correctly labeled, or labels are missing. The title does not
reflect what the data show, or the title is missing. The graph
is sloppy and difficult to read.
The Analytic-Trait Rubric
The performance or product is
ineffective.
Shows little apparent
understanding of the relevant
ideas and processes
1
somewhat effective
Shows a somewhat nave or
limited understanding of
relevant ideas or processes
2
effective
Shows a solid understanding
of the relevant ideas and
processes
3
highly effective
Shows a sophisticated
understanding of relevant
ideas and processes
4
35 percent Weights: 65 percent Scale
Performance or
Performance Quality
Understanding Traits
Analytic Scoring Guide
50%=Content: Clearly-presented thesis statement with
fully-developed supporting ideas and balanced
evidence to make a compelling and convincing
argument.
25%=Organization: Consistent support of thesis
statement with all ideas and supporting evidence
aligned with the controlling ideas of the composition.
Consistent attention to the use of transitional
expressions and other techniques to ensure coherence
and clarity.
25%=Editing: Elimination of major grammar and usage
errors with clear attention to correct syntax and
sentence variety.
A Coaching Resource
A Coaching Resource
As you begin to explore with your
staff key issues related to
assessment, you may wish to
administer the handout, Faculty
Questionnaire: How Balanced Is
Your Assessment Approach?
Differentiating Assessments:
Some Questions for Your Consideration
How do you assess students readiness
levels when designing assessments?
To what extent are students learning
profiles taken into account when
designing assessment products?
When is it possible to align assessment
products with student interests? To what
extent can doing so enhance student
achievement?
Criteria for Differentiated
Assessment Products
Clearly lay out what students should demonstrate, transfer,
or apply to show what they understand and can do as a
result of the study.
Provide one or more modes of expression.
Lay out clear, precise expectations for high-quality content
(e.g., rubrics, scoring guides); steps and behaviors of
developing the product; and the nature of the product itself.
Provide support and scaffolding for high-quality student
success.
Provide for variations in student readiness, interest, and
learning profile.
Some Approaches to
Differentiating Assessments
Multiple Learning
Modality Options
Varied Journal
Prompts
Independent Study
Anchored Activities
and Varied Texts and
Materials
Curriculum
Compacting
Orbital Studies
Cooperative
Learning JIGSAWS
Varied Homework Learning Contracts
Aligning Products
with Multiple
Intelligences
Interest Groups Tiered Centers
Complex Instruction Interest Centers Tiered Lessons
Coaching for Differentiation
Observe this next video episode from the
perspective of differentiated assessment
and instruction.
What specific approaches and strategies
does this instructor use to address
students readiness levels, learning styles,
and interests?
What commendations and
recommendations would you make?
Setting Objectives and Providing Feedback: Implications Setting Objectives and Providing Feedback: Implications
discourse, debate, and inquiry. Critical reading and writing should
be integrated into all content areas with direct instruction of key
reading and writing competencies, including inquiry-based analysis
of print, electronic, and artistic texts.
standards. Curriculum should be guaranteed and viable (i.e.,
sufficiently transparent to be taught within allotted schedules).
teaching and how effectively they are teaching it. Monitor and
provide coaching relative to how educators communicate
objectives, ensure students understand the purpose and
authenticity of what they are learning, and provide appropriate and
sustained feedback that produces positive changes in learning.
need to learn to work in teams, including lesson study. Conduct
study groups and action research activities to examine the impact
and value added of feedback and assessment processes related to
consensus-driven curriculum standards.
Staff Questionnaire: Staff Questionnaire: To What Extent Are We
Differentiating Instruction to Address the Strengths
and Needs of All Our Learners?
1. How well do all all our educators
differentiate instruction?
2. Based upon your review of this
questionnaire, which aspects of
differentiated instruction are highly
evident?
3. Which aspects require much more
attention and emphasis?
Factor Eight
Factor Eight
Generating and
Testing Hypotheses
Marzano Marzano Factor Eight: Factor Eight:
The Marzano factor with the eighth highest statistical
effect size involves educators work with students in
generating and testing hypotheses.
Marzano suggests that the thinking processes
associated with hypothesis generation and testing
are critical for students development of higher-order
reasoning skills, processes, and habits of mind.
In addition to student development, work with
hypothesis generation and testing can have a huge
and positive impact upon teamwork and
professional learning communities, especially via
action research.
Generating and
Testing Hypotheses (I)
1. Students need support in drawing
conclusions based upon
information they know or are
presented with (induction) (induction) as well
as using general rules to make
predictions about a future action
or event (deduction). (deduction).
Generating and
Testing Hypotheses (II)
2. 2. Engaging students in generating and
testing hypotheses can reinforce their
application of key cognitive processes:
a. problem solving
b. decision making
c. experimental inquiry
d. investigation (historical,
projective, I-SEARCH)
e. systems analysis
f. invention
Generating and Testing Hypotheses: Implications Generating and Testing Hypotheses: Implications
discourse, debate, and inquiry. Use the higher-order thinking
processes Marzano associated with hypothesis generation and
testing to reinforce inquiry and student investigation via the
processes of reading and writing.
standards. Curriculum should articulate standards and performance
indicators consistent with the six thinking processes Marzano
associates with hypothesis generation and testing.
provide coaching feedback related to educators and students work
with hypothesis generation and testing via the six major thinking
processes identified by Marzano.
need to learn to work in teams. Conduct study groups and action
research activities to determine the impact of hypothesis generation
and testing upon student achievement and understanding.
Assessing Students
Assessing Students
Critical
Critical
Thinking Competencies
Thinking Competencies
To what extent do we:
To what extent do we:
1. 1.Reinforce students ability to draw draw
conclusions conclusions both inductively and
deductively?
2. 2.What are students strengths and
weaknesses when working with the six six
identified critical thinking processes? identified critical thinking processes?
3. 3. To what extent do we emphasize students
ability to generate and test hypotheses generate and test hypotheses?
The Role of Investigation in the
The Role of Investigation in the
Professional Learning Community
Professional Learning Community
(I)
(I)
A critical component of professional
learning communities involves variations
on the action research process.
Action research emphasizes: (a) staff
identification of key student achievement
problems, staff productivity issues, and/or
organizational effectiveness concerns and
(b) related hypothesis generation and
testing via staff-facilitated investigation,
study, action planning, and reporting on
results.
Action Research Template with Questions Action Research Template with Questions
(Handout) (Handout)
. Beginning the Process (building consensus about potential
targets for investigation)
Formulating Action Questions (framing the investigation
through focused achievement-oriented questions)
Collecting Preliminary Data (confirming the validity of the
action research questions)
Presenting a Preliminary Data Analysis Report (ensuring
involvement of major stakeholders)
Generating an Action Research Intervention Plan
: Implementing the Plan
l Presenting Preliminary Conclusions Based on Collected Data
Revising the Plan Based on Data Analysis and Initial Results
Bringing Action Research into
Your School or District
Consider the eight-step action
research process (and related steps)
described in your handout.
Individually or with one or more
partners, be prepared to share with the
whole group a potential action
research project you might initiate in
your school(s) or district(s).
Factor Nine
Factor Nine
Cues, Questions, and
Advance Organizers
Marzano Marzano Factor Nine: Factor Nine:
The Marzano factor with the ninth highest statistical effect size
involves educators reinforcement of student understanding
and higher-order reasoning via cues, questions, and advance
organizers.
The use of cueing tools ensures that all students are focused
on what they are to learn, where they should be in the process,
and how they are engaged in the process of self-assessment.
Students must receive ongoing coaching in responding to
higher-order questions with valid and complete evidence to
support their responses.
Advance organizers (Ausubel) provide an outline of the content
and processes to be emphasized in a lesson or unit, ensuring
that students develop an initial gestalt of what they are
learning and why they are learning it.
Student Achievement Related to
Student Achievement Related to
Higher-Order Questions
Higher-Order Questions
1. According to Marzano, the average instructor still
uses factual-recall questioning at least 65-75% of
the time.
2. Marzano also suggests that average teacher wait
time is still one second or less.
3. The National Assessment of Educational Progress
(NAEP), the Third International Mathematics and
Science Study (TIMSS), and the recent PISA
international assessment of student mathematics
literacy all confirm American students difficulty
with questions and assessment prompts requiring
higher-order reasoning and independent or
practical application of skills and knowledge.
Advance Organizers (II)
1. Cueing and questioning accounts for
80% of what occurs in a classroom on
a given day.
2. Cues and questions should focus on
what is important, not unusual.
3. Wait time (2-5 seconds) can increase
depth of student response to questions.
Sample College Entrance Essay Questions:
How Would You Do?
1. Have you ever walked through the aisles
of a warehouse store like Costco or Sams
Club and wondered who would buy a jar of
mustard a foot and a half tall? Weve
bought it, but it didnt keep us from
wondering about other things, like absurd
eating contests, impulse buys, excess,
unimagined uses for mustard, storage
preservatives, notions of bignessand
dozens of other ideas both silly and
serious. Write an essay somehow inspired
by super-huge mustard. (U. of Chicago)
College Entrance
Essay Questions (2)
2.How have your life experiences and
background shaped you into an
individual who will enrich the
University of Maryland community?
3.Discuss an aspect of a book that has
shaped the way you think. (St.
Johns College, Annapolis)
College Entrance
Essay Questions (3)
4.What is your favorite wordand
why? (University of Virginia)
5. Franz Kafka once said: A belief is
like a guillotine, just as heavy and
just as light. How would you relate
this quote to your own convictions?
(University of Virginia)
College Entrance
Essay Questions (4)
6.The following Japanese character
represents the Zen concept of Mind
that does not stick. How does this
idea apply to your life and
experience? (University of Chicago)
7. If you could balance on a tightrope,
over what landscape would you
walk? (University of Chicago)
College Entrance
Essay Questions (5)
8.How do you feel about Wednesday?
(University of Chicago)
9. You have just completed your 300-
page autobiography. Please submit
page 217. (University of Pennsylvania)
Question Types
1. Analytical: How does the author present
and develop his theme?
2. Interpretive: Why is Hamlet so conflicted
about his course of action?
3. Inferential: What do you conclude is the
writers main idea in this passage?
4. Evaluative: What is the best solution to
this problem? Why?
5. Essential: In what sense is history a
story shaped by the historian?
6. Reflective: How has your understanding
of scientific inquiry changed this
semester? Why?
Advance Organizers (I)
Ausubel (1968): Advance
organizers represent appropriately
relevant and inclusive introductory
materials introduced in advance of
learning and presented at a higher
level of abstraction, generality, and
inclusiveness than the information
presented after it
Advance organizers should focus
on what is important as opposed to
what is unusual. They are most
useful with information that is not
initially well organized.
Advance organizers can be: (a)
expository, (b) narrative, and (c)
skimming.
Cues, Questions, and Advance Organizers: Implications Cues, Questions, and Advance Organizers: Implications
discourse, debate, and inquiry. Enhancing students ability to
respond to higher-order questions greatly enhances all facets of
authentic and argumentative literacy.
standards. Curriculum should emphasize big ideas, essential
questions, and enduring understandings, not just discrete or
isolated knowledge and skills.
provide coaching feedback related to educators use of cueing
tools, higher-order questions, and advance organizers.
need to learn to work in teams. Conduct study groups and action
research activities to determine students ability to respond to
higher-order questions, especially in relationship to high-stakes
accountability tests.
1. How well do we cue cue our students into
the big ideas, issues, and
skills/processes at the heart of our
curriculum?
2. To what extent are higher-order higher-order
questions questions and follow-up probes follow-up probes an
essential part of all students education?
3. How are advance organizers advance organizers used to
frame and guide student learning? How
could we expand their use?
A Final Note and Handout:
A Questionnaire: How Effective Is Your
Professional Development?
As we conclude our day, consider how
Marzanos nine factors play into your
professional development programs and
activities.
Individually, complete the questionnaire on
professional development.
Be prepared to share with the whole group
your action steps for professional
development in your school(s) or
district(s).

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